THE INVESTIGATION OF GRAMMAR LEARNING STRATEGIES AMONG IRAQI EFL LEARNERS

Maryam Abdulhassan, Ala Hussein, Rana Abdul-Settar

DOI Number
https://doi.org/10.22190/JTESAP240919051A
First page
677
Last page
691

Abstract


The study of grammar learning strategies received significant attention in EFL learning in recent years since their invention by Pawlak. The main objective of this study is to assess the degree to which a group of Iraqi English learners employs grammar learning strategies. The data was gathered using a quantitative research approach through a survey method. A total of 200 Iraqi EFL learners effectively participated in the grammar learning strategy inventory scale, which was created by Pawlak (2018). According to the results, Iraqi learners who are learning English as a foreign language use these strategies to a moderate degree. Students commonly employed strategies such as self-motivation, memorization, repetition, self-encouraging, and seeking correction for grammar errors. Furthermore, the majority of learners primarily employed cognitive strategies, while metacognitive strategies were utilized to a lesser extent. In addition, the study revealed that Iraqi EFL learners employ corrective feedback strategies more frequently than other subtypes of cognitive strategies.


Keywords

Grammar Learning Strategies, Metacognitive, Cognitive, Affective, and Social Strategies

Full Text:

PDF

References


Alnufaie, Mohammed R., and Ibrahim H. Alzahrani. 2024. “EFL Grammar Learning Strategy Use: Utilizing Grammar Learning Strategy Inventory in an Arabic Context.” TESL-EJ: Teaching English as a Second Language Electronic Journal 27, no. 4: 1–15. https://doi.org/10.55593/ej.27108a6

Azar, Betty. 2007. “Grammar-Based Teaching: A Practitioner’s Perspective.” Teaching English as a Second or Foreign Language 11, no. 2: 1–12.

Cahyani, Regita, Muhammad Ridhuan Tony Lim Abdullah, and Cahya Komara. 2022. “The Investigation of English Grammar Learning Strategy on High, Middle, and Low Achievers Students in Indonesia.” ELLTER Journal 3, no.2: 54–63. https://doi.org/10.22236/ellter.v3i2.10063

DeVellis, Robert F. 2017. Scale Development: Theory and Applications. Thousand Oaks, CA: SAGE Publications.

Griffiths, Carol. 2008. Strategies and Good Language Learners: Lessons from Good Language Learners. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511497667.009

Mahdi, Aws Muayad. 2018. “Difficulties in Learning Grammar: A Study into the Context of University of Technology, Department of Materials Engineering.” Larq Journal for Philosophy, Linguistics & Social Sciences 3, no. 1: 23-31.

Mohamad, Faizah, Nur Syuhada Abdul Halim, Zaemah Abdul Kadir, and Normah Abdullah. 2023. “Grammar Learning Strategies Used by ESL Undergraduate Students.” Asian Journal of University Education 19, no. 3: 462–473. https://doi.org/10.24191/ajue.v19i3.23325

Nakachi, Kento. 2021. “Grammar Learning Strategy Use by English-Major University Students: An Investigation with Grammar Learning Strategy Inventory (GLSI).” Nagoya JALT Journal 2, no. 1: 53–70. http://dx.doi.org/10.37546/JALTCHAP.NAGOYA2.1-3

Oxford, Rebecca L. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle.

Oxford, Rebecca L., and Judith A. Burry-Stock. 1995. “Assessing the Use of Language Learning Strategies Worldwide with the ESL/EFL Version of the Strategy Inventory for Language Learning (SILL).” System 23, no. 1: 1–23. https://doi.org/10.1016/0346-251X(94)00047-A

Oxford, Rebecca L. 2017. Teaching and Researching Language Learning Strategies: Self-Regulation in Context. New York and London: Routledge.

Pawlak, Mirosław. 2009. “Grammar Learning Strategies and Language Attainment: Seeking a Relationship.” Research in Language 7: 43–60. http://dx.doi.org/10.2478/v10015-009-0004-7

Pawlak, Mirosław. 2018. “Grammar Learning Strategy Inventory (GLSI): Another Look.” Studies in Second Language Learning and Teaching 8, no. 2: 351–379. https://doi.org/10.14746/ssllt.2018.8.2.8

Rubin, Joan. 1975. “What the ‘Good Language Learner’ Can Teach Us.” TESOL Quarterly 9, no. 1: 41–51. https://doi.org/10.2307/3586011.

Schultz, Renate. 2001. “Cultural Differences in Student and Teacher Perceptions Concerning the Role of Grammar Instruction and Corrective Feedback.” The Modern Language Journal 85, no. 2: 244–258. http://dx.doi.org/10.1111/0026-7902.00107.

Stephen, Stanley Engineer, and Ambassador Pardeep Singh. 2011. “Learning Grammar Autonomously through Metacognitive Strategies: An Experiment.” Journal of NELTA 15 (1-2): 146–150. https://doi.org/10.3126/nelta.v15i1-2.4620.




DOI: https://doi.org/10.22190/JTESAP240919051A

Refbacks

  • There are currently no refbacks.


ISSN 2334-9182 (Print)
ISSN 2334-9212 (Online)